Modeling, Shaping, and Chaining PDF

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chaining defined with an example, entire task analysis, modeling defined with examples...

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Running head: MODELING SHAPING CHAINING

Modeling, Shaping and Chaining PSY 7701 Professor Andrea Murray June 6, 2018

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Introduction Applied Behavior Analysis (ABA) is the utilization of the standards of taking in and inspiration from Behavior Analysis, and the methods and innovation got from those standards, to the arrangement of issues of social importance (Cooper, Heron, & Heward, 2007). Modeling, shaping, and chaining are three methods used to educate a scope of abilities and behaviors that are learned to those with autism. This paper will define and explain modeling, shaping, and chaining as they are used in teaching new behaviors to those with autism. It will explain the role of extinction in shaping a new behavior. It will explain the role of a task analysis in teaching a behavior chain. This paper will include a task analysis for a life skill. Modeling Model in Applied Behavior Analysis (ABA) is a form of prompting. Modeling, which is additionally called observational learning or imitation, is a behavior-based system that includes the utilization of live or emblematic models to exhibit a specific behavior, thought, or disposition that a person might need to procure or change (Crawley, Podell, Beidas, Braswell, & Kendall, 2010). Modeling treatment depends on social learning hypothesis. This hypothesis underscores the significance of gaining from watching and impersonating good examples and finding out about prizes and disciplines that take after behavior (Bandura, 2010). The procedure has been utilized to take out undesirable behaviors, diminish over the top feelings of trepidation, encourage learning of social behaviors, and some more. Modeling might be utilized either to fortify or to debilitate beforehand learned behavior. Example One of Modeling Behavior I have a perfect example as I spent time with my grandson this past week. He is at the age where he “loves” to imitate me when he is with me and mind I say he is only three. I was

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sweeping the floor and my grandson said Nanna I want to help. I took my brown and dust pan to show him how to sweep up the dirt. He took his little broom and dustpan and did exactly what I was doing. Bless his heart as he was so excited that he was able to sweep and pick up the trash like Nanna. He has been doing it all week. Someone makes a mess and he runs to get his broom and dust pan. He also yells at them and says I just cleaned do not make a mess. My daughter-inlaw said, mom you really did teach him he does it just like you the cleaning and yelling. Example Two of Modeling Behavior This time I was unaware that I was being imitated. I took my basket of clothing and sat o the couch to fold them. I folded a piece of clothing and put it into another basket. My granddaughter took her baby doll clothes with two baskets and did what I was doing. She later told my daughter that she can fold just like her nanna. She ran to get her baskets and baby doll clothes to show her mommy that she could fold. I was stunned as I was unaware that she watches me fold the clothing. The best part was when she took the socks throw them in the basket and said I will deal with you later. Shaping Shaping is utilized when the person needs to change a behavior to a more fitting or new one (Cooper, Heron, & Heward, 2007). Shaping includes encouraging the person to show a coveted behavior or assignment by strengthening effective approximations of the behavior (Alberto & Troutman, 2013). When utilizing a shaping method with a person each around wanted behavior that is shown is fortified, behaviors that are not an estimate of the coveted behavior are not strengthened. Using strengthening wanted behaviors, the person will expand the coveted behavior and dispose of or change the unwanted behavior.

Running head: MODELING SHAPING CHAINING The method of shaping starts with recognizing behavior that the person needs to learn or change. The objective behavior must be plainly recognized so that as the shaping procedure is actualized just the coveted behavior is fortified. Each progression of the shaping strategy must convey the person nearer to the last wanted behavior. All those who are engaged with shaping must be unmistakably prepared on which behavior to fortify and which behaviors to disregard. As the little advances are formed and fortified, the person’s behavior will change or progress toward becoming what was distinguished as the first wanted behavior. Below is a shaping technique. Shaping Technique Pick the last behavior that the understudy ought to illustrate.  Identify any little approximations of the coveted behavior that the understudy as of now illustrates.  Select the reinforcement(s) to be utilized.  Make beyond any doubt that everybody working with the understudy knows which behavior to fortify when to strengthen and how to strengthen.  If the understudy as of now exhibits an estimation, start the way toward strengthening each time the understudy shows the coveted behavior.  Collect information about the behavior.  Communicate with the group to talk about what the information are demonstrating the behavior to be changed. If the information show that the molding system is working, the group would choose to start to strengthen a closer estimation of the last behavior. If the information show that the behavior isn't changing, the group would dissect what they are doing and roll out improvements in the program.  Continue the program until the point when the understudy shows the fitting behavior. (Alberto and Troutman, 2013).

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Role of Extinction in Shaping “Extinction as a procedure occurs when reinforcement of a previously reinforced behavior is discontinued; as a result, the frequency of that behavior decreases in the future (Cooper, Heron, Heward, 2007, p. 457).” An extinction technique is basically a mediation that influences a behavior to happen less frequently or quit happening out and out. Extinction strategies apply the guideline of extinction which suggests that since behaviors happen for a reason they get us things we need -if we quit getting what we need after we take part in a specific behavior then that behavior will in the long run quit happening since it never again fills any need for us. Said another way, any behavior we take part in will wind up wiped out (quit happening) if it never again has a capacity. Applying the rule of extinction to actualize an extinction system implies that you would intentionally quit permitting a behavior an "objective behavior" to acquire the strengthening outcome(s) that the behavior has dependably beforehand gotten. This strategy at that point makes the behavior insufficient thus it will happen less and less until the point that it in the end stops by and large. You could portray it as a strategy where you would quit giving the behavior "what it needs" and what it has dependably gotten before. Chaining Chaining alludes to a strategy for instructing a behavior utilizing behavior chains. Behavior chains are groupings of individual behaviors that when connected shape a terminal behavior. When instructing a behavior utilizing chaining, the initial step is to finish an errand investigation. Errand investigations effectively identify the greater part of the littler, open to instruction units of a behavior that make up a behavior chain. There are two methods of chaining: forward and backward.

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Forward Chaining Using forward chaining, the behavior is enlightened in its normally happening request. Each progression of the grouping is enlightened and strengthened when culminated accurately. After the student culminates stage one with a foreordained basis of accuracy the understudy is enlightened the subsequent stage of the grouping with fortification dependent upon fulfillment of every single precursor step. Backward Chaining Utilizing backward chaining, all practices distinguished in the errand investigation are at first finished by the coach, except for the last conduct in the chain. At the point when the student plays out the last conduct in the arrangement at the foreordained foundation level, fortification is conveyed. Next, fortification is conveyed when the last and the by last practices in the succession are performed to a rule. This arrangement continues backward through the chain until the point that every one of the means in the errand examination have been presented backward request and rehearsed in total (Cooper, Heron, and Heward, 2007). Role of Task Analysis A task analysis is utilized to break complex tasks into a grouping of littler advances or activities Cooper, Heron, Heward, 2007). For a few people on the extreme introversions range, even straightforward tasks can display complex difficulties. Having a comprehension of the considerable number of steps associated with a specific task can help with recognizing any means that may require additional direction and will help educate the task in an intelligent movement. A task analysis is produced utilizing one of three distinct strategies. To begin with, skillful people who have shown aptitude can be watched and steps reported. A moment strategy

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is to counsel specialists in playing out the required task. Lastly, the individuals who are training the aptitude can play out the task themselves and archive steps. Task Analysis for Making a Peanut Butter/Jelly Sandwich Get peanut butter jar from food pantry  Put onto counter  Get jelly jar from refrigerator  Put onto counter  Locate the bread  Take out two slices  Put onto counter  Put bread away  Get a butter knife  Put onto counter  Get plate  Put onto counter  Lay each slice of bread on plate  Open peanut butter jar  Get the knife  Put peanut butter onto knife  Spread it onto one slice of bread  Close peanut butter jar  Wipe knife  Open jelly jar  Put knife in jelly  Spread jelly on other piece of bread  Put knife in sink  Close jelly jar  Put the two pieces together  Put peanut butter in food pantry  Put jelly in refrigerator  Take plate to table  Sit down and eat

Running head: MODELING SHAPING CHAINING

References Alberto, P. A., & Troutman, A. C. (2013). Applied Behavior Analysis for Teachers. 6th. Prentice Hall. Bandura, A. (1985). Model of causality in social learning theory. In Cognition and psychotherapy (pp. 81-99). Springer, Boston, MA. Cooper, J.O., Heron, T.E, and Heward, W.L. (2007). Applied Behavior Analysis (2nd Edition). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Crawley, S.A., Podell, J.L., Beidas, R.S., Braswell, L., & Kendall, P.C. (2010). CognitiveBehavioral Therapy. In Dobson, K. (Ed.), Handbook of Cognitive-Behavioral Therapies, (pp. 375-410). New York: Guilford Press.

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